Counting Collections to 100

Use place value understanding and properties of operations to add and subtract

4

Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.

Counting Collections to 100 Transcript
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Common Core Math: Counting Collections To 100
Theresa Tse OC Boys and girls, we are going to do a core count like we did the other day.
Theresa Tse OC My name is Theresa Tse...
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Theresa Tse Lakeridge Elementary, Renton, WA 1st Grade
...and I teach first grade at Lakeridge Elementary School in Renton, Washington.
Theresa Tse VO/OC Today instead of starting at two, we're going to start at a different number.
Female Child Wearing Pink Sweater OC Fives? By fives?
Theresa Tse OC/VO No, we're actually going to start at.
Male Child In Red Shirt OC Three.
Theresa Tse OC/VO I'm going to say seven. Today's lesson is all about counting by ten and counting up to 100 or past 100 by a number other than ten and by zero. We'll start with the students doing a core count. If I'm counting by ten, what number comes next? Put your thumb on your chest when you think you know what comes next. Turn and tell your neighbor what number do you think comes next?
Caville OC Seven.
Theresa Tse VO/OC The common core standards are a part of this lesson because students have to be fluent with numbers and students have to be able to fluently add and subtract within 20 as well as within 100. This really helps them build that ability, really understanding how numbers work.
Theresa Tse OC What number do you think? Jennifer.
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Common Core Standard Give A Two-Digit Number, Mentally Find 10 More Or 10 Less
Jennifer VO 27.
Theresa Tse OC You think 27? Michelle.
Michelle VO 17.
Theresa Tse OC Emron.
Emron VO 17.
Theresa Tse VO/OC I'm hearing some people say 27 and I'm hearing some people say 17. Someone who said 27, can you defend your answer? Why do think it was 27? We're a classroom of kids that love math. And that talking to each other and talking to the teacher and sharing our ideas really builds what we understand. And we can learn from each other.
Theresa Tse OC Right now I see seven. What will come next?
Group VO 17.
Theresa Tse OC So what do you think comes next?
Female Child #1 VO 17.
Theresa Tse OC And then what comes next?
Male Child #1 VO Seven, 27.
Theresa Tse VO Okay. Do you agree?
Group OC I agree.
Theresa Tse VO Okay, let's go ahead and write that. So ready. Seven.
Children OC/VO Seven. 17. 27.
Theresa Tse VO/OC And then they keep going from that point on. And then I will stop them periodically and ask for patterns that they see. Any things that they noticed in the count.
Caville OC After 97 is 100.
Theresa Tse VO/OC But why did you say 107 then? Because you said 107. Did you notice some pattern that helped you figure that out?
Caville OC Because it's all sevens.
Theresa Tse OC Because it's all sevens. By seeing the patterns, the students are able to use the pattern to kind of help them predict what number comes next as opposed to just counting repeatedly.
Theresa Tse OC I'm going to have you make a prediction. What number, tell your neighbor what number do you think goes there and why? And when I have them make predictions, they have to not only tell me what number they think will come, but they also have to explain why.
Theresa Tse OC Come show us what you meant if I take away a two.
Jennifer OC/VO Plus if you want to make 327, you take away the two and then you add a three.
Theresa Tse VO/OC Oh, so you take away this two in the front and you made it a three? And you just kept the 27? I see.
Theresa Tse OC/VO After that we'll do a counting collection where the students will count a collection that's less than 100, somehow sorting their collection in a way that makes sense to them. And then figuring out how many is in their collection. And after they have determined how many objects are in their collection, they'll figure out how many more objects they need to get to 100.
Theresa Tse OC How many did you have?
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Common Core Standard Add Within 100
Female Child In Pink Top OC 75.
Theresa Tse OC You had 75? All right, so now we want to figure out how many more I need to get to 100, right? One of the practice standards states of a good mathematician makes sense of problems. And in this case my students are definitely doing that. They have to understand what my question was and they have to be able to figure out, "Okay, if Missy is saying figure out how many more to 100, what does she actually mean by that?" Not just let me do some task or do, you know, follow some set of steps to figure out some answer.
Theresa Tse OC How come you put ten in the cup?
Female Child With Dark Hair OC Because it's more efficient.
Theresa Tse OC More efficient? More efficient than what?
Female Child With Dark Hair OC Than <inaudible>.
Theresa Tse OC Okay. They've had multiple opportunities to count. But we've never counted...
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Common Core Standard Make Sense Of Problems And Persevere In Solving Them
...and then added an extra step of having them figure out how many to 100. And so I was excited for the challenge. I knew my kids would be ready for it.
Theresa Tse VO/OC All right, boys and girls. You did some amazing counting and some amazing thinking. I'm going to have a couple of people come up and share some of their thinking with us. I was trying to make sure that after we've done something that we share out what the kids have learned. It's not always beneficial to listen to the teacher talk. And they don't always learn from you. But when another students says perhaps the same thing that you said, sometimes it's amazing what they learn from each other.
Jennifer OC/VO We got a 100 chart. And then I counted all the way to 100 and then you get 25.
Theresa Tse VO/OC Caville, did you do the same thing or did you do something different?
Caville OC I did not use a hundred chart.
Theresa Tse OC You did not use a hundred chart? How did you figure out 25?
Caville OC I did circles.
Theresa Tse OC Can you show the class your circles? So did you draw 25 circles because you knew you already had 75? And then you drew circles, how many more you needed? Did you see how he did that?
Theresa Tse VO I feel like the common core is really suggesting that kids can do more than what we've thought they can before. It's much more rigorous and it's made me push myself. It's made me kind of go back and rethink how I do things. It's made me realize that my expectations in the past were a little lower than where they should be because my first graders can do a whole lot more than I thought they could in the past.
Theresa Tse OC Jennifer used a hundred chart she counted on. Rukayeh and Evelyn put their things on a hundred chart and then counted the empty spaces. They did very well today. I'm really impressed. It was very exciting to see how they just latched onto it and they really got it.
Theresa Tse VO Turn to another neighbor and say, "Nice counting."
Group OC Nic counting.
Theresa Tse VO/OC Turn to another neighbor and say, "Good hard work."
Group OC Good hard work.